Resumo

MORENO-CARO, Javier; LOPEZ-VARGAS, Omar  e  SANABRIA-RODRIGUEZ, Luis. Interpersonal Regulation in Collaborative Learning: Effects on Reading Comprehension and Self-regulation of Students with Different Cognitive Styles. Folios [online]. 2021, n.54, pp.3-30.  Epub 07-Jan-2022. ISSN 0123-4870.  https://doi.org/10.17227/folios.54-11403.

This research article reports the results of a quasi experimental study that aimed to evaluate the impact of a computer-based learning environment that supported social regulation on learning achievement and self-regulation, implemented in 166 high school students of a public school in Bogotá. Using a 2x2 factorial design, possible differences between two models of social regulation and two methods of group formation were explored, considering the field dependence-independence cognitive styles. Non-parametric tests indicated that the computer support significantly impacted reading comprehension, control beliefs about learning, and metacognitive self-regulation in the students. A "MANCOVA" Reported no significant differences between the experimental groups, after controlling the effect of covariates; however, trends in data indicated that (a) task regulation benefited achievement and self-regulation more than communication regulation; (b) homogeneous groups achieved better results than heterogeneous groups; and (c) although independent subjects achieved better results than field-dependent subjects, the environment removed the significant differences that existed between both cognitive styles before the intervention, in terms of the initial level of reading comprehension. These results suggest that computer-based support for task and collaboration regulation can benefit achievement and self-regulation during collaborative learning in distance education.

Palavras-chave : collaborative learning; computer instruction; social regulation; group formation; reading comprehension; cognitive style.

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